“Diigo In Education” - Phase I just released. More to come.. Share your classroom usecase, ideas, reviews, features, and wishlists for making Diigo a great resource and platform in teaching and learning. Let's explore the full potential of Diigo as an educational tool.

What does it mean to have learned something? What occurs within the individual as they are learning and what changes occur as a result of that learning? At some point in the teaching/learning cycle we need to ask this question and ponder our definition of learning and the consequences that follow from our conclusions.

A student-driven digital portfolio that empowers students (as young as 5!) to independently create, capture, and share artifacts of learning. Teachers get student work organized in one place and parents get a window into their child's day!

Desmos is an online graphing calculator that allows the user to plot points, graph lines and parabolas. A variety of common algebraic functions are included with sliders, allowing the user to manipulate the data in real time and see the results of those changes. Students can also use it to create math art on coordinate grids.

Easel.ly I teach 6th grade. We are not allowed to have our [under age 13] students sign up on any website that requires personally identifiable information. Can I create a "generic" account that all of my students may use for a class project?

The down side of this is that there also has to be some sort of focus on the importance of completing what is started. Everything might not have to have an end product but some things certainly should have!

At times it has been deeply admonished and hidden from view. Individuals who failed were to be shunned or punished. At other times failure was to be avoided by setting the bar for success so low that failure was impossible. The result of this movement was that success became meaningless, achievable by all without risk and through little effort.

The generation when who were deeply admonished and hidden is older and most are relieved that this is no longer the case. The generation who were shunned or punished seem to still be a part of the mainstream but most have embraced that this is no longer the case. The generation who were part of the low expectations with failure impossible seem to be the predominance of the population now and we are seeing that there is no concept of consequences, no motivation toward high achievement, and an attitude of entitlement.

This seems like we are evolving but moving more in a cyclical fashion and thinking more like the early innovators in our country - Jefferson, Franklin, Ford, Bell - We see a need for something and strive to create it - marking our failures as a way of knowing, "well that won't work so lets find something that will."

mistakes are a sign that the learning is not pitched at a level below the needs of the students; if the students are not making mistakes when they engage with new learning the expectation has been set too low.

There is a danger in seeking finished perfection in all that we do. There is a risk that our students will focus solely on the attributes that define a finished piece and overlook the importance of the process that leads to it.